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Why was Farmer Field School (FFS) introduced? The FAO South and South-East Asian Rice IPM Project from 1982 to 1997 to bring IPM to rice farmers during massive pesticide subsidies encouraged over-spraying, the occurrence of the release of a secondary pest, the rice brown plant hopper, caused widespread production losses across Asia. This project focused on removing subsidies for the un- needed rice pesticides as well as promoting farmer education on a large scale by FFS.

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What is FFS group-based learning process to promote Integrated Pest Management (IPM), reduce use of pesticides and improve sustainability of crop yields Designed to address; lack of knowledge among farmers relating to agroecology, particularly relationship between insect pests and beneficial insects all activities are based on learning-by-doing, participatory, hands-on work (builds on adult learning theory and practice) Each activity has a procedure for action, observation, analysis and decision-making. (Participatory, practical, regular meeting, problem oriented)

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Objective of FFS Knowledge/Skill development Capacity for decision making Empowerment Independent Leadership Team spirit

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Principles of FFS Grow a healthy crop Conserve natural enemies Conduct regular field observations Farmers understand ecology and become experts in own fields safe for health and environment

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Facilitator must be good and empowering person farming and technical skills observe the field situation together with farmers to see what they may not have seen before, such as tiny predators or changes in soil, and encourage to ask questions, discussion rather than lecturing get materials and organize for the field responsible for monitoring and evaluation

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Fund resource for FFS FFSs need such sort of financing to support the group learning activities. expensive or low-cost, depending on who implements them and how they are conducted. Foods (breakfasts, lunch) and prizes Farmers – transportation, expenses for exercise books, pens, pencils, etc..

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Field observation IPM FFS consists of three activities: agro-ecosystem observation, analysis, and presentation of results collect field data such as the number of tillers per hill, the varieties of insects pests, natural enemies and their populations and samples of insects and diseases, weeds, others (e.g. weather, soil) affecting growth Other data collected: Parameters determining yields (e.g. flowers, young/mature fruits) Compare yields, inputs/costs (labour/agrochemicals), other benefits The facilitator is present throughout the observation to help participants in their observations

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Field observation (Cont.) The drawings include: a) pests and natural enemies observed in the fields b) size and stage of growth, along with other important growth features such as the number of stems/tillers, the colour of the plant and any visible damage c) important features of the environment (the water level in the field, sunlight, shade trees, weeds, and inputs).

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Analyzing & decision making Analyse crop ecosystem elements (using ecosystem drawings), present/discuss, make management decisions on group’s consensus All members of the small groups are involved in the creation of the drawing and data analysis, discuss and analyze the data they have collected Based on their analysis they determine a set of management decisions to be carried out in the field

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Presentation & discussion One member (group leader) of each small group presents findings and decisions, followed by open questions and discussion.

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Strength Improve knowledge on pests & diseases occurred at every plant stage Boost self-confidence Apart from agriculture, gaining knowledge of livestock, health Improving social activities and exchange economics Knowledge disseminate to others (farmer to farmer extension) Hands-on education, improve farmer expertise in the management of site-specific agro-ecosystems FFS play an important role as it does not rely on highly trained external advisors but on farmers own discovery and reflection pesticides saving, improvement of public health Yield increase by adopting practices learnt from FFS; use of improved varieties, better water management, enhanced plant nutrition

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Weakness  Participant can not attend all sessions while FFS coincides with their field works (harvest, transplant, draining, etc..) Education limit, participant must be farmers FFS is not the best instrument for achieving quick and wide application of standardized recommendations, season-long education training Often FFS is specified as costly, particularly under the current situation of structural adjustment and declining agricultural (national) budgets. management and supervisory levels have a participatory mindset, take time to be facilitator